The Impact Of Teacher’s Emotion Minimizing Language On Children’s Anxiety

Anxiety is a common emotional problem in early childhood.With the continuous growth and change of children’s physiology and psychology,they will have anxiety in the face of pressure and external conflict,which is mainly manifested in children’s feeling lonely,helpless and nervous in the face of setbacks.Previous studies have shown that children’s slight anxiety is beneficial to the cultivation of children’s learning ability and problem-solving ability.However,once children’s emotion is not paid attention to,the deepening of anxiety is easy to lead to children’s psychological anxiety disorder,and even affect their self-esteem,self-confidence and children’s social development.This study examines the impact of teachers’ response and guidance in daily language on children’s anxiety from the perspectives of emotional cognition theory,anxiety acquisition response theory and speech act theory.If teachers adopt emotion minimizing language to deal with children’s negative emotions,they will lead to children’s tendency to have anxiety.This study takes 118 children and 102 teachers as the research objects,and uses questionnaires and observation to explore the relationship between teachers’ emotional minimizing language and children’s anxiety.By analyzing the characteristics of demographic variables of teachers’ emotion minimizing language in children’s anxiety,this study found that teachers’ emotion minimizing language has significant differences in children in different classes;There is no significant difference in children’s gender.In order to explore the relationship,this study found that there is a positive correlation between teachers’ emotion minimizing language and children’s anxiety through correlation analysis and regression analysis of teachers’ version and parents’ version.Teachers’ emotion minimizing language and five symptoms of children’s anxiety: generalized anxiety,social anxiety,obsessive-compulsive neurosis There was a significant positive correlation between fear of physical injury and separation anxiety;Emotion and language use and emotion and language awareness can positively predict children’s anxiety symptoms,and can be used as variables to explain children’s anxiety symptoms.Based on the above research,the author reflects on the factors and existing problems affecting teachers’ emotion minimizing language,and rationally understands children’s anxiety and its performance,explores the causes and influencing factors of children’s anxiety,creates a harmonious teacher-child atmosphere,grasps the opportunity and frequency of good luck using emotion minimizing language,pays attention to the use of teachers’ emotional and language effects,follow up the comprehensive application of different strategies,and put forward constructive suggestions from six aspects.It is expected that more preschool teachers can understand their communication methods with children in daily life through this study,reflect on the language,attitude and behavior they use to deal with children’s negative emotions,so as to improve their ability to deal with children’s negative emotional events and help children actively face and reduce their negative emotions.Promote the healthy development of children’s emotions and avoid the tendency of children to have anxiety.